Active Learning and Educational Technologies
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Teaching with Educational Technologies Jeff Van de Poël | Senior Instructional Designer | Researcher Institut pour la Formation et la Recherche en Enseignement Supérieur Université de Liège - Belgium
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Transcript of Active Learning and Educational Technologies
Teaching with Educational Technologies
Jeff Van de Poël | Senior Instructional Designer | Researcher
Institut pour la Formation et la Recherche en Enseignement Supérieur
Université de Liège - Belgium
SESSION OVERVIEW
• PART I : Some information and facts about eLearning and Educational Technologies.
• PART II : Some thoughts for teachers starting to use Educational Technologies.
• PART III : Around “blended learning” and various scenarios.
• PART IV : What About MOOCs
• PART V :The gently difficult management of attentional resources.
PART I : Some information and facts about eLearning and Educational TechnologiesDated 2014
Higher Education
landscape is changing …So are the Students
AN INSTRUCTOR GENERALLY SAYS 100-200 WORDS A MINUTE AND A STUDENT ONLY HEAR 50-100
IN A TYPICAL LECTURE CLASS, STUDENTS ARE ATTENTIVE JUST
40% OF THE TIME
STUDENTS RETAIN ABOUT 70% OF
WHAT THEY HEAR IN THE FIRST 10
MINUTES OF CLASS- AND JUST 20%
DURING THE LAST 10 MINUTES
IMPORTANT FACTS
• MOST OF LEARNING PROCESS HAPPENS OUTSIDE THE CLASSROOM
• THIS ENVIRONMENT NEED TO BE PREPARED BY TEACHER FOR STUDENTS.
ABOUT LMS (PLATFORMS) USE :
“Most faculty members -- 58 percent,according to the survey -- said they primarilyuse their system as a place to store contentsuch as lecture notes and the syllabus, while41 percent said they use it to interact withstudents outside the classroom.”Dahlstrom, Brooks and Bichsel (2014) Educause Center for Analysis and Research (ECAR)
Main information from last ECAR study on Academics and Educational Technologies
• Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
• Faculty interest in early-alert systems and intervention notifications is strong.
• The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning.
• Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses.
• Faculty recognize that mobile devices have the potential to enhance learning.
ECAR STUDY ABOUT STUDENTS AND TECHNOLOGIES• Technology is embedded into students’ lives, and students are generally inclined
to use and to have favorable attitudes toward technology.
• Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
• Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
• More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
• Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
Link to ECAR studies
•http://www.educause.edu/library/resources/2014-student-and-faculty-technology-research-studies
To summarise :
• Teachers need to prepare extended learning environment for theirstudents.
• They must think about various ways to propose learning contents andactivities to their students.
• It’s normal that teachers start to use technologies in a basic way atthe beginning.
• Creating an online learning environment is a longtime process.
PART II :Some thoughts for teachers starting to use Educational Technologies
Technology is not an independent variable in the learning process« It is in the relationship between ICT and pedagogy that are all the potential benefits for teaching and learning. (Depover, Karsenti et Komis, 2007, p.7). »
Objets à Potentiel Cognitifs
“Teaching methods prevail on the media” (Clark, 2007)
OBJECT WITH COGNITIVE POTENTIAL
TPACK MODELA framework for teacher
For Schulman (1996)
Teaching is the relation between Knowledge Content and Pedagogical Content
With the development of technologies
CONTENT KNOWLEDGE
PEDAGOGICAL KNOWLEDGE
TECHNOLOGICAL KNOWLEDGE
TPACK (Koehler&Mishra, 2006)
Professional development with EducationalTechnologies(Koehler&Mishra, 2009).
"Teachingeffectively with
technology"
"Know the pedagogical techniques that use
technology constructively to teach the content"
"Understanding the representations of concepts
using technology"
"Knowing what is difficult or easy to learn and how
technology can help correct some of the problems
encountered by students"
"Prendre en compte les connaissances préalables des élèves et des théories de l'épistémologie à l’aide des technologies »
"How technologies can be used to build on existing
knowledge to develop new epistemologies or strengthen
existing"
Le S.A.M.R.A framework to integrate Educational Technologies to your teaching practice
• Creating a database of questions with rich feedbackfor revisions ( or learning ) .
• Prerequisite testing for LAB
Augmentation
Modification
10 integrativequestions
Groups of 4 to 6 students
Answer throughmultimedia
Peer review
Module Neurologie – BAC 3 Médecine (Ulg) Pr. Garraud et C. Pasquet, Assistante
Modification
Syllabus en pdf
Collection of articles
VidéosPresentations
Chap. 1
Chap. 2
Chap. 3
Links
Substitution
• Therapy training in psychology with the presence of attention indicator.
• Many various situations available
• Many different use of a video support.
Redéfinition
PART III : Around “blended learning” and various scenarios
Une définition “We define blended learning as structuredopportunities to learn, which use more thanone learning or training method, inside oroutside the classroom.This definition includes different learning orinstructional methods (lecture, discussion,guided practice, reading, games, casestudy, simulation), different delivery methods(live classroom or computer mediated),different scheduling (synchronous orasynchronous) and different levels of guidance(individual, instructor or expert led, orgroup/social learning).”Pankin, Roberts & Savio (2012)
Different ways to blend
Dossier de lecture + activités ?
Syllabus en pdf
Collection articles
VidéosPrésentations
Chap. 1
Chap. 2
Chap. 3
Liens
Activités
Flipped Classroom
Prerequisite checking …
12/20
Statistiques (ISHS)
Structured modules…
Chapitre 1 Test formatif Chapitre 2 Test formatif
Etude de cas
Online Exams
Création des bases de questions
examen
Mise en ligne dispositif
Réservation de la salle
Passation
PART IV : What about MOOCs ?
What are Moocs ?
edX
COURSERA
Attributes of major providers
PART V :The gently difficult management of attentional resourcesSome advice
Visual support for courses.
Paper support for students
Audiovisual support MULTIMEDIA
For teachers
FRAMEWORK
•We are in a mode in which learners are in a “receiving information” posture.
• They are confronted to a message , information transmitted through a combination of at least two of these elements (images, text, sound, voice, pattern , etc.)
MEMORY PROCESS
LIMITED
Attention resources
Attention resources
spread !!
Attention resources
Jamet – Le Bohec (2003)
----------------------
----------------------
KNOWLEDGE TESTING
1
2
3
Some tips
1. Verbal coding
• An image can be verbaly translated
=> Usefull for language learning
=> Dangerous when too much interpretation is needed
2. Expertise level
ExpertsColored imagesAnimation
Multimédia et apprentissage – LabSET –IFRES 2011 Dia 54
Novices need more attention than experts to assimilate new content.
Novices
3. The pause
• Propose Pauses
- Consolidation- Elaboration- Preparation
4. Around Audio
• Give user the choice to play or stop
• Avoid surprise effect
• No need to overload
• Go to the essential
Mayer’s Principles
Some principles to guide you
1. Coherence Principle
The principle of coherence is toremove non- essential informationfor learning: students learn better ifthe media and educational contentavailable to them focus on a specificitem, rather than a content toobroad or too general.
2. Signaling Principle
This principle based on theobservation that the underlinedof bold information is retainedbetter than others : reportessential information allowslearners to better focus theirattention and increase retentionrates by reporting the underlineditems .
3. Redundancy Principle
Contrary to what one might think ,have identical information in twodifferent modalities can bedetrimental to learning ( eg . To displaythe equivalent screen of the oral text).During a presentation , so do notintegrate too much text in your slides ,and prefer the use of keywords.
4. Spatial Contiguity Principle
The principle of spatial contiguitymeans that visual informationwhich are close to each otherfacilitates learning (eg . A KeywordAssociation // image or keywords// diagram). This is particularly thecase diagrams and legendsassociated with it .
5. Temporal Contiguity Principle
Just as the spatial proximity ofvisual information , the factstrengthen their proximity intime also facilitates learning. Tofacilitate the working memorytask ( eg . As part of apresentation ), so synchronizethe appearance of your slidesbased on your speech!
6. Segmenting Principle
The principle of segmentation revealsthat students learn best wheneducational content is segmented : thatis to say, cut into several sequences,rather than a large block of indigestibleinformation (eg 3 times 5 minutes .rather than 15 minutes at once) . Thiskeeps the attention of learners and toavoid overloading their workingmemory.
7. Pre-training Principle
According to the pre- trainingprinciple , it is better learnersalready spread key informationabout the content (of course ,training ...) before the mainlearning sequence. This allowsthem to warm up and alreadybuild vital neural connections tothe acquisition of new knowledge.
8. Modality Principle
The modality principle reflects inpart the principle of redundancy (see above ) in the sense that , topresent an image (eg on thescreen as in the case of apresentation. ), It is preferable touse oral rather than writtencomments . This is to avoid thesaturation of video channels inthe learner .
9. Multimedia Principle
To promote informationprocessing and learning moreeffective , choose theintegration of visual elementsin your slide , syllabi, teachingnotes ... Participants will learnbetter from a combination ofwords and images, rather thatmere words (eg . explanatoryillustrations in a book or in asyllabus )
10. Personalization Principle
As part of a training course(face or online) orpresentation , use aconversational style oflanguage rather than formal.Speak directly to yourparticipants using YOU .Learners will tend to retainmore personalizedinformation and bestpractice !
Will video killed the amphitheatre star ?
Video use in my everyday pratice
Existing videos to illustrate my courses
How to use them ?
BEFORE
• For students to discover some new concepts
• To remember prerequisites
DURING
• To illustrate a concept
• For case studies
AFTER
• For various illustrations about concepts
• For validating resources proposed by student
How to manage your video ?
• Create an account : VIMEO, YOUTUBE, ETC
• Upload your videos
• Embbed them in your teaching material
VIMEO nous paraît la meilleure solution pour le moment, il propose aussi un abonnement annuel à 60,5 EUR permettant des options de publication privées et
une interface intuitive et efficace.
ATTENTION A LA DILLIGENCE …
https://www.youtube.com/watch?v=3omwHv3Cmog
Audiovisual module with PPT and ISPRING FREE
Using during classes
http://www.ulg.ac.be/cms/c_1775092/fr/sketsha-la-table-virtuelle
Some Examples …
• https://www.youtube.com/watch?v=NeXIV-wMVUk
• Encore mieux :https://www.youtube.com/watch?v=ty9QSiVC2g0
Some interesting chanels :
• https://www.youtube.com/user/1veritasium• https://www.youtube.com/user/MIT• https://www.youtube.com/user/khanacademy• https://www.youtube.com/user/coursera• https://www.youtube.com/channel/UC67Vc0fkLYeUPBp1f02VY9Q
